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Final Evaluation Report
Glencree
Peace Education Programme
2004/2008
July 2008
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Table of Contents
Introduction.....................................................................................................................3
2 Executive Summary .......................................................................................................4
3 Background to the Project ...........................................................................................6
4 Evaluation Methodology...............................................................................................8
5 Findings ......................................................................................................................... 12
6 Conclusions ................................................................................................................... 41
7 Recommendations ....................................................................................................... 43
Appendices .......................................................................................................................... 44
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Introduction
This is the final evaluation report of the Glencree Peace Education Programme, covering
the period July 2004 – March 2008.
The programme was a further development of the peace education work with schools and
young people that has been undertaken by Glencree Centre for Peace and Reconciliation
over the past decade. The programme was funded by the International Fund for Ireland
Community Bridges Programme.
In 2006, Glencree appointed independent consultants, Macaulay Associates, to support
and report on a formative evaluation of the project. An interim evaluation report in March
2007 highlighted the change and development that took place during the first half of the
programme life cycle and presented a series of findings and recommendations of the
interim evaluation process.
This is a final summative report of the programme, which ended in March 2008, when the
current funding package had finished. The report includes:
• An executive summary of the main findings and recommendations
• A description of the background to the project
• An explanation of the evaluation methodology
• A presentation of the main findings and conclusions of the evaluation
• A series of recommendations for the future
• A set of associated appendices
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2 Executive Summary
Introduction
This is the final evaluation report of the Glencree Peace Education Programme for the
period July 2004 – March 2008.
Conclusions
The main conclusions of the evaluation are as follows:
1 The programme developed high quality progressive learning opportunities in
Peace Education that were relevant to the National Curriculum.
2 Most schools did not take up the opportunity for ongoing, progressive learning
opportunities, preferring to participate in one off one-day sessions. There was
little preparation, follow up, ‘in school’ or whole school work. However, the
feedback from participating schools was very positive.
3 A small number of schools did opt for ongoing, progressive learning
opportunities, including ‘in school’ work. This was due to the commitment of
the teachers in those schools to delivering Peace Education within planned
coursework and a desire to achieve a whole school impact.
4 The North South Schools Link Programme programme provided appropriate
and relevant cross-border learning opportunities for young people, their schools,
teachers and to some extent their communities. It also provided some excellent
cross community learning opportunities.
5 The North South Schools Link Programme was generally very effective because
there was an ongoing programme with sustained contact providing an
opportunity for ongoing, progressive learning and a whole school impact.
6 The project was very successful in developing appropriate and relevant learning
methodologies and materials on peace education suitable for a range of user
groups and in a variety of formats.
7 The training and development of a Facilitator Panel had a positive impact on the
quality of programme delivery.
8 The project was not successful in developing strategic relationships with other
agencies to promote the mainstreaming of peace education and this may have
been an unrealistic objective. However, there may be potential to work in
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partnership with other groups to introduce peace education as part of a broader
new curriculum theme.
9 Sustained funding for the project was not achieved and the project ended
abruptly in March 2008, losing both the personnel and much of the learning that
had been gained in the previous three years.
10 The programme was disconnected from Glencree. It appears to have been
hosted at Glencree rather than being an integral part of the vision and strategy of
the Centre. Staff and volunteers felt generally unsupported.
11 Although many schools wish to see the programme restored, few are able to pay
for it. To develop and sustain this work in this way in the future will therefore
require grants and fundraising to subsidise schools.
12 There is potential to develop a more intensive whole school initiative working
with teachers and pupils in a smaller number of schools to become ‘peace
promoting schools’ and with a greater focus on a multicultural Ireland.
13 It is not clear whether the Council of Glencree have a vision or strategy for this
type of work in the future.
Recommendations
As result of this evaluation the following recommendations are suggested:
1 Glencree should decide if work with children and young people is an integral
part of the organisation’s vision and strategy for the future.
2 If, after its strategic review, Glencree includes work with children and young
people as an integral part of the organisation’s vision and strategy for the
future, the organisation should research and design an effective and
sustainable programme, in closer partnership with others, in light of this
evaluation and the future strategy paper developed by the former staff team.
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3 Background to the Project
3.1 Glencree Centre for Peace and Reconciliation
The Glencree Centre for Peace and Reconciliation is a non-profit, non-
governmental organisation, founded in 1974, that is devoted to peacebuilding and
reconciliation in Ireland, North and South, Britain and beyond.
The Centre, located in the Wicklow Mountains, has operated a range of
programmes to build peace and reconciliation including:
• A Survivors and Former Combatants Programme
• A Political Dialogue and Training Programme
• A Churches Programme
• A Women’s Programme
• An International Programme
• Peace Education Programme
3.2 The Peace Education Programme
Glencree has offered learning opportunities on peacebuilding and
reconciliation to primary, secondary schools and youth groups for the past ten
years through its Peace Education Programme (PEP).
Through a series of programmes, young people visiting Glencree explore their
understanding of themselves, others, and their relationship to communities at
local, national and global levels.
Workshop activities connect to the Education Curriculum at levels appropriate
to the age and subject range of each group.
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3.3 Strategic Aims
The programme had five key strategic aims:
1. To develop and provide progressive learning opportunities in Peace
Education for young people, their schools and teachers which are relevant
to the National Curriculum and appropriate for the learning level of users.
2. To provide appropriate and relevant cross-border and cross-community
learning opportunities in Peace Education for young people, their schools,
teachers and communities.
3. To develop appropriate and relevant learning methodologies and materials
on Peace Education suitable for a range of user groups and provide a
variety of formats for sharing the learning of Glencree.
4. To develop and maintain relevant and strategic relationships which
enhance and promote the mainstreaming of Peace Education
5. To ensure the capacity of Glencree in the delivery of the Peace Education
Programme through the provision of personnel, funding and training
The evaluation process focussed on assessing the extent to which these aims
have been achieved.
A set of outcomes and measures or indicators was agreed for each strategic
aim. (See the Evaluation Framework in Appendix II).
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4 Evaluation Methodology
4.1 Terms of Reference
The terms of reference of the evaluation were to support the development and
implementation of a monitoring and evaluation framework leading to the
collation of relevant data and to the preparation of an interim and final
evaluation report, to assess progress against the strategic aims of the
programme.
4.2 Research Methodology
The evaluation methodology employed was as follows:
4.2.1 Internal Stakeholder Meetings
There were regular meetings with the programme staff to:
• discuss the background of the programme
• discuss the current stage of development
• discuss the particular needs of the monitoring and evaluation
framework
• discuss relevance to the wider organisation
• review the proposed approach and agree any necessary
refinements
• discuss the timescales involved
• identify and gather initial information and contact details
• agree dates of various meetings.
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4.2.2 Desk Review
During an initial desk review the consultant became familiar with the
project background and activities to establish a baseline from the
information available. This included an analysis of:
• Project plans, programmes, budgets etc.
• Relevant funding application and letter of offer
• Revised operational plans
• Workers reports
• Relevant reports, previous evaluations and existing self
monitoring and evaluation documentation
• Organisational structures
The desk review for the final report included an analysis of:
• The self evaluation data collected during the programme
• Staff Strategy Papers including: Reconciliation and Diversity
with Young People 2010
• Programme Manuals
• Minutes of relevant meetings
• Facilitator debriefs
• Reports to funders
4.2.3 Evaluation Training and Development Workshop
Two workshops took place involving the key internal organisational
stakeholders on the programme.
The first workshop introduced the evaluation model and provided
training on monitoring and evaluation processes and the second
workshop built an agreed monitoring and evaluation framework
including outcomes, measures or indicators and data collection
methods for each of the five strategic aims of the programme.
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4.2.4 Preparation of Evaluation Framework
Following the training and development workshops the programme
evaluation framework with outcomes, measures or indicators and data
collection methods was completed.
The evaluation framework provided the detailed methodology for the
ongoing self-evaluation of the programme and for the external
evaluator’s report. The framework is in Appendix II.
4.2.5 Interim Evaluation Review Meeting
An interim evaluation review meeting with members of the staff team
and development committee took place on 14th September 2006. The
group discussed the following issues:
• Highlights of the programme so far
• Strengths, weaknesses, opportunities and challenges (SWOC
Analysis)
• Progress against strategic aims
• Development and change in the project
The programme for the workshop is in Appendix III and notes
including the SWOC Analysis are in Appendix IV.
4.2.6 Strategic Review and Development Workshop
A Strategic Review and Development Workshop was facilitated on 9th
July 2008 to review progress against intended project objectives over
the three years, to consider the draft findings and recommendations of
the final evaluation and to discuss the future development of any
strategy for Peace Education at Glencree.
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4.2.7 Focus Groups
The external consultant facilitated three focus groups:
(a) A group of teachers (September 2006)
(b) A group of young people (September 2006)
(c) A group of programme facilitators (May 2008)
The focus groups questions are in Appendix I and notes from the flip
charts from the young people’s focus group are in Appendix VI.
4.2.8 Stakeholders Interviews
The external consultant carried out a series of fourteen semi structured
interviews with a sample of internal and external stakeholders
including staff, programme facilitators and development committee
members, schools and funders (eight interviews in 2006 and six
interviews in 2008). A list of the stakeholders interviewed and the
interview questions are in Appendix V.
4.2.9 Schools Survey
A survey was carried out with a sample of participating schools in
May/June 2008. Fifteen schools (12 from the Republic of Ireland and 3
from Northern Ireland) were approached to provide responses to a
structured set of questions (see Appendix VII) on their experiences of
the Glencree Peace Education Programme.
Responses were received from 11 schools/groups with six in the form
of telephone interviews, four by e-mail and one by post. In all cases the
teacher who led their school’s participation in the programme provided
the responses. A list of the schools/group who took part in the survey is
included in the Appendix VIII.
4.2.10 Facilitator Survey
An email survey (see Appendix IX) was sent to the programme
facilitators in May 2008. Responses were received from four
facilitators (see Appendix IX).
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5 Findings
The main findings under each project aim against the agreed measures and indicators
are as follows:
5.1 To develop and provide progressive learning opportunities
in Peace Education for young people, their schools and
teachers which are relevant to the 3ational Curriculum and
appropriate for the learning level of users.
The programme developed high quality progressive learning opportunities
in Peace Education that were relevant to the National Curriculum.
The staff team carried out an extensive review of the Peace Education
Programme during 2005 and this produced a clear, improved and detailed
programme of progressive learning opportunities with clear learning
outcomes, methodologies, individual programme manuals with session
plans and resource materials. A significant achievement is that the team
carried out this review while at the same time delivering the existing
programmes.
“The biggest achievement of the past year has been developing a
structured programme, and getting it all so well put together- it is now in
place” (Comment from Review Meeting, 2006)
The intended outcome of a clear model of Peace Education articulated by
Glencree was achieved.
“The past two years have been extremely positive – it has been a huge
process and very developmental. The old programme had no delivery
structure, no co-ordination, it was very ad hoc and the facilitation skills
were not consistent…the programme had to evolve into something new and
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we have come along way. We have new facilitators, the programmes have
been revolutionised, the staff motivation is increased and there are new
opportunities – the changes are phenomenal” (Stakeholder Interview,
2006)
Glencree published a description of the new model including five streams
of peace education targeted across the range of the national curriculum.
“I like the way they have been targeting an input into the curriculum”
(Stakeholder Interview, 2006)
“The new programme has been carefully designed to fit in with the
curriculum” (Stakeholder Interview, 2006)
The detailed programmes were of high quality. They included background
information, links to the curriculum, programme structure and content, an
explanation of the approach to learning, specific learning objectives and
learning outcomes, facilitators tools, health and safety guidelines and both
student and teachers packs.
“There has been a dramatic transformation…it used to be a series of
exercises with no purpose or learning objectives – it was very ad hoc but it
has come on leaps and bounds – there are clear learning objectives now”
(Stakeholder Interview, 2006)
The programme had a constant tension between quantity (bringing in high
numbers to generate sufficient income) and quality (achieving educational
learning outcomes and learning methodologies) until 2007 when a
strategic decision was taken to give greater priority to quality than
numbers. During the lifetime of the project over 6,000 young people
participated in the programme.
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“In the past there was a pressure of bringing in numbers, which resulted
in a limited impact, as the activities lacked depth. The move towards two
and three day programmes made sense and it was move towards a whole
school approach.” (Stakeholder Interview, 2008)
The revised programme consisted of:
• Primary Schools - 6th Class Transitions
A half-day or one-day programme exploring the social and identity issues
young people may face as they begin their transition from primary to
secondary level schools. This programme aimed to enable young people to
deal with this transition and to promote peaceful leadership and team
approaches to problem solving.
• Junior Cycle - Civic, Social & Political Education
A one-day programme exploring a core concept of CSPE at personal and
local levels or a two-day programme exploring a core concept of CSPE at
personal, local, national and global levels. Schools chose one of the
following concepts to be covered within their programme:
Concept 1 - Democracy
Concept 3 - Human Dignity
Concept 4 - Interdependence
• Transition Year
A one-day or two-day skills-based learning programme for Transition
Year groups, on either of the following chosen topics.
o Communication Skills
o Group-work / Leadership Skills
o Conflict Resolution Skills
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• Senior Cycle – Religious Education
A one-day or two-day programme for Senior Cycle Religious Education
groups on either of the following chosen topics:
o Section D - Morality in Action
o Section F - A Living Faith; Doing Justice
o Section H - Story
• Schools’ Leadership Programme
A one-day or two-day programme exploring themes of leadership, conflict
resolution, effective communication and teambuilding for prefect /
monitor teams. This programme brought a leadership team through a
process of team building and developing practical conflict resolution skills
in order to enhance peer leadership within schools.
The intended outcome of establishing a range of specific programmes
targeted towards identified streams within the National Curriculum was
achieved. Specified programmes were delivered to classes across the
range of the education curriculum.
“There are now clear links to the curriculum and clear learning
objectives and materials” (Comment from Review Meeting, 2006)
“The programme was very helpful generally to students and
complemented work on CSPE etc.” (Teacher Survey 2007)
The programme also managed to create a degree of flexibility to tailor
programmes for specific needs.
“The programme has become more streamlined with specific packages for
specific groups instead of just one package” (Stakeholder Interview,
2006)
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The new programmes were well received. One indicator of this was an
increase in bookings from schools in 2006.
“This month sees the culmination of our year of ongoing research and
development with the roll out of our new series of five programmes to
schools.
The programmes were unveiled to the facilitator panel this month and
also to the Curricular Advisory Services, Curriculum Development Unit
and the Archdiocese of Dublin.
We are continuing to receive very positive feedback and support with
these new developments and the Peace Education for Schools bookings
are now at their highest recorded level.” (From Council Report,
September 2006)
All of the schools surveyed in 2008 described their experience of the
Peace Education Programme positively. Comments included ‘excellent’,
‘very valuable’, ‘very fulfilling’, ‘of great benefit’, ‘very enjoyable’ and
‘first class’.
“It was an invaluable opportunity for our transition year and the wider
school community” (Schools Survey 2008)
“I was very impressed with the professionalism of the staff and their child
centred approach to Peace Education” (Schools Survey 2008)
“The programme challenged perceptions that pupils didn’t even realise
they had – it was enlightening” (Schools Survey 2008)
“The students arrive wondering what to expect and leave reluctantly
having made so many friends and having had such an interesting and
rewarding experience.” (Schools Survey)
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Schools particularly valued the venue and setting, the facilitation of the
workshops and the flexible and interactive delivery that engaged the
young people in a meaningful way.
“I couldn’t speak more highly of the programme and the strengths are too
numerous to mention” (Schools Survey)
“I would like to thank the staff for a wonderful experience and for helping
us open young minds to the concepts of peace, reconciliation and
promoting understanding” (Schools Survey)
There is evidence that the model was continually reviewed and developed
with each of the programmes. It was continually reviewed and improved
as a result of participant, teacher and facilitator feedback.
“We now have a more responsive programme and appropriate resources
and we are continually reviewing it” (Stakeholder Interview, 2006)
“The development of a facilitator panel was a strong progression”
(Facilitators Focus Group)
“We learned a lot from the facilitators’ reflective debriefing sessions –we
were always learning, changing and adjusting according to the needs of
the schools and the young people, in order to meet the learning
outcomes”(Facilitators Focus Group)
As well as developing a strong programme, the team also provided
progressive learning opportunities in the North South Schools Link
Programme and where there was a demand from teachers and schools in
programmes delivered at the Centre.
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However most schools visiting the centre chose one off day programmes
and only a minority of schools took advantage of the opportunity for more
progressive learning programmes.
“I would like to see more progressive learning – a one day programme
that is seen as a trip can be a bit shallow…you are just touching on
issues, it needs more time.” (Stakeholder Interview)
Although most participants had only a one-day learning opportunity, the
feedback was that the methodologies used were the progressive dimension
of these one off sessions, and even these had some impact.
“The progressive aspect was the non traditional teaching methodologies
used” (Facilitators Focus Group)
“At one stage they were churning out 2000 young people a year – like a
factory. But that wasn’t totally negative –young people can get something
out of a one day programme. It was highly successful.” (Stakeholder
Interview, 2008)
“One off can still have an impact. They come for the outing but they leave
having got a lot more” (Facilitators Focus Group)
However, returning schools and schools undertaking the longer
programmes were provided with high quality progressive learning
experiences.
“Some schools came back two years in a row and you could build on their
learning. When working with the same group again we were better able to
plan and to get to know the school better”(Facilitators Focus Group)
Apart from a core group of 10-12 schools, there was limited development
of whole school learning and teacher training.
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“We developed a relationship with about ten main schools that continue
to come back to Glencree and that continued the learning process back in
the school” (Facilitators Focus Group)
Some teachers were equipped and confident in the delivery of Peace
Education within their planned coursework. However this was dependent
on the approach of the teacher and the level of engagement of the school.
“So much depends on the attitude of the teacher and the attitude of the
schools – it influences whether they do preparatory work or not…some
schools are more receptive than others and as a result some groups have
benefited more than others...it was only progressive when the school
carried it on and came back...there is no time for preparatory visits now
but schools need more preparation” (Stakeholder Interview)
The impact of the programme was very limited, although not entirely
wasted, if the school reduced it to ‘trip’ status.
“I felt the schools that had not got enthusiastic teachers lost out in some
way. Yet these same students could think of ways they could bring the
message of peace to the wider community in many cases. I also felt a one
day programme was only a taster for the peace programme for students.”
(Facilitators’ Survey)
“It can be hit and miss – it depends on the teacher…teachers will put
more value on the programme if they see the link to the curriculum rather
than see it as a trip…we need to help them understand.” (Stakeholder
Interview)
There was very little development of pre visit or post visit learning in the
schools, although some attempts were made to do this. The main barrier
was a limited level of human resources focussed on centre-based
activities.
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“There was very little work in the schools. 8ot much preparation or
follow up. Some teachers are more interested than others” (Facilitators
Focus Group)
“Often teachers do not link the programmes with their planned
coursework…but now we are trying to develop an agreed programme
with schools during a pre-programme phase so that teachers will
integrate the programme into their coursework.” (Stakeholder Interview)
“Some teachers had done work with their students and told us what and
we could build on same. However, there were others who honestly did not
realise themselves what we did and so could not prepare the young people
for what we had prepared for them. Some had not realised we had
progressed in our programmes.” (Facilitator Survey)
“Towards the end of my time with the programme, I know we were
becoming convinced that we needed to focus much more on the teachers,
who had been largely left out of the programme and the process, and in
fact we realised we needed to provide teachers with training on how to
bring certain approaches back to the classroom.” (Facilitators’ Survey)
One facilitator, who developed links with schools, reflected on this:
“As a facilitator, you made contact with the school before they came to
the centre, and tried to get a sense in advance of what the school group
were like, how they interacted, and what issues were occurring within the
group. You also asked the teacher or staff member organising this trip
what they wished to get from the programme - did they want it to build
from something happening at school? Or a problem that the group had
experienced? You then tried to use this information to make Peace
Education relevant and meaningful to the group. You structured activities
according to their age and experiences, and at the beginning of the
programme you drew out what their understandings of different issues
were, and what their personal experiences of conflict have been.
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The programme you designed was to move along a continuum, linking
abstract concepts of peace/conflict with both their individual lived
experiences and their local/national/global context. By the end of the
programme, you wanted the group to have a general understanding of
wider national/global issues related to conflict, of their personal
responses to conflict situations, of tools that could be used to deal with
conflict, and of how models for peace could be practiced within their own
group, school or community. You also wanted them to have had a strong
personal engagement with these issues - to take them out of the textbooks
and into a deep personal learning. You wanted them to leave the
programme and years later still remember a moment of realisation or
learning that occurred. You wanted them to go away thinking, alive and
awake.
Did the programmes achieve this? It varied. The time spent with the group
was so short, and every facilitator had a slightly different approach. Most
of the time I finished the programme satisfied that we had reached the
students, and that they had the beginnings of an understanding of what
peace might mean, and their responsibility or position in relation to wider
conflict issues.
There was a hope that the programme would continue developing to the
stage where it could work with schools over a longer period of time, to
follow up with the learning and build upon it. I know that although
everyone working on the programme felt it was enormously valuable
work, and that the students we worked with did learn and experience
something very important; there was a lot of personal frustration with the
short format. We wanted there to be more linkage with the school over a
preparation period, and more follow-up afterward, to track the progress
of the group. And ultimately, I think we wanted to work with the schools
themselves to allow the teachers and schools to learn and grow, and
create an environment for thinking and learning about peace.’
(Facilitators’ Survey)
22
Most schools did not develop a whole school approach because once
again the programme did not have adequate human resources to do this in
addition to delivering a high number of programmes at the Centre.
“This is a gradual process…individual schools need a lot of support for a
whole school approach.” (Stakeholder Interview, 2006)
“We need to make peace education relevant to the schools…issues such
as bullying and dealing with conflict.” (Stakeholder Interview, 2006)
“We need a more strategic relationship with schools who like the
programme – it’s just a trip and the schools do no preparation…we need
to build a strategic partnership with the school.” (Stakeholder Interview,
2006)
However the schools responding to the Schools Survey indicated that the
programme did have a wider impact within their school to some extent.
They stated that following their groups’ participation in the programme
pupils who took part were encouraged to promote their learning and
experiences to others through mentoring younger pupils, class
discussions, presentations and exhibitions to the whole school.
“One group held a multi cultural event in the school hall with exhibition
stands and a slide show presentation of what they had learned at
Glencree. This created a real buzz and other pupils became interested in
going” (Schools Survey)
A more effective whole school approach would include greater
partnership working with the teachers. Some teachers would welcome
this:
“On my visit, we were asked to leave, which meant I did not get a full
understanding of the activities undertaken by the student. The presence of
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the class teacher in my view is very beneficial, particularly from a support
perspective.” (Teacher Survey 2007)
5.2 To provide appropriate and relevant cross-border and
cross-community learning opportunities in Peace Education
for young people, their schools, teachers and communities.
The programme provided appropriate and relevant cross-border learning
opportunities for young people, their schools, teachers and to some extent
their communities. The North South Schools Link Programme also
provided some excellent cross community learning opportunities.
“The programme was very worthwhile and very useful. The young people
got a lot out of it – they changed their attitudes and increased their
knowledge of issues and the border and increased their understanding of
other communities.” (Stakeholder Interview, 2008)
“Young people were encouraged to explore culture, identity and
differences in a safe environment. They were encouraged to talk about
issues and topics that may have stretched their comfort zones but which
challenged and matured them” (Schools Survey 2008)
A recurring comment from participating schools was that Glencree
provided the only opportunity for pupils to meet others from a different
social, political or religious background. Feedback was consistently
positive on how the face-to-face interaction developed their life skills,
broadened their horizons and led to respect for each other’s cultures and
beliefs.
“I have been on a number of cross-community and peace projects but
there is something unique and peculiar to Glencree that makes it stand out
from the rest” (Schools Survey)
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“The spirit of Peace and Reconciliation is alive and well at Glencree”
(Schools Survey)
After a series of difficulties and delays in establishing the North South
Schools Link Programme during the first half of the programme,
significant progress was made in developing a good quality programme in
2006/2008. The thematic areas covered included:
• Identity
• Community
• Diversity
• Project Planning
• Leadership
The two main links were:
� Monaghan and Craigavon
� North West: Moville/Limavady and Letterkenny
At times it was difficult to engage all of the schools required to make the
programme effective. For example, where there was an absence of active
participation of a Northern Protestant school, this significantly reduced the
cross border and cross community learning opportunities for the schools
who did participate.
“We must have the full complement of schools –otherwise there is a level
of disappointment and there can be a negative impact of people asking
‘who didn’t let it happen?’ We must have a 8orthern Protestant school in
the programme” (Comment from Teachers Focus Group)
There was evidence of a significant improvement in the programme from
2006 and this was recognised by the teachers in the participating schools.
25
“8ow there is a good programme – it is greatly improved. Having more
facilitators has helped and the staff are more than willing to co-operate
and take on board our comments.” (Comment from Teachers Focus
Group)
“There was preparatory work with schools on identity and diversity both
individually and together, before going to Glencree. There were some
good discussions on what it means to be a Catholic or a Protestant in a
border county – there was good cross community learning.” (Stakeholder
Interview, 2006)
“The staff have worked very hard on the programme…they have been
eager to listen to us and improve things…they always give us such a warm
welcome and Conn has been a very stabilising person for the whole
programme.”(Comment from Teachers Focus Group)
“Kevin links with the local schools and creates the interest by visiting the
school to introduce the programme.”(Comment from Teachers Focus
Group)
This increased emphasis on support work on the ground in local schools
in their communities was welcomed:
“I like the way they have developed cluster groups of schools because this
is a good way of building sustainability.” (Stakeholder Interview)
“The programme was a great way for teachers to involve the whole
school. 8ew issues around difference and identity were brought to a wider
school grouping” (Stakeholder Interview, 2008)
There was some evidence of participating schools developing ongoing
cross-border and cross-community relationships themselves.
“It was not only the pupils who benefited from the cross-community
element, but teachers, parents and the wider community embraced it. We
26
had studied and worked beside these people for years but never engaged
with them until we went to Glencree. Since returning the community links
have continued” (Schools Survey)
There were several good examples of ongoing impact for schools, local
communities and individuals:
“Prefects who attended Glencree took what they learned and practiced it
in the school in their senior/mentoring roles with younger pupils,
particularly around bullying, conflict resolution and respect” (Schools
Survey)
“The programme has been good for relationships between Protestant and
Catholic schools in the South. Before this we didn’t know teachers in each
other’s schools – we had never been in each other’s schools. But now
friendships have developed – it has created more cross community
friendships in Monaghan town.” (Comment from Teachers Focus Group)
“One parent told me she thought her daughter would never go to college
in the 8orth – but she ended up Jordanstown and it was through Glencree
because she became more open to cross border mobility.” (Comment
from Teachers Focus Group)
Facilitators commented on the increased impact of the NSSLP because it
was an ongoing and more progressive learning programme:
“A short one day programme only scratches the surface and that is
frustrating. There is so much more learning possible on a three day
programme and the 8SSLP was more effective than a one off session
because there was an opportunity for greater learning as the programme
was longer” (Facilitators Focus Group)
“Compared to the work in Southern schools, the cross border programme
was of lower volume and higher quality. It was both cross border and
27
cross community and it resulted in sustainable relationships between
schools.” (Stakeholder Interview, 2008)
Most of the Peace Education programmes at Glencree involve a single
Catholic school from the South in a programme.
“It’s mostly single schools that come – there is not much interaction
between schools in the schools programme. It’s not part of the
programme –children learn about difference rather than with difference.
The programme often falls short of expectations – often schools are
expecting to learn more about others at Glencree and think they will end
up in one group doing peace studies.” (Stakeholder Interview)
This major ‘single identity’ nature of the programmes limits both the cross
community and other intercultural learning opportunities.
“They need to engage schools from the 8orth more…they need to find a
way to articulate why groups should be interested in each other and to
address social prejudice and political and cultural differences to avoid
becoming bland.” (Stakeholder Interview)
However some stakeholders believe a reconciliation focus on the North is
no longer a priority for schools in the South and the focus should shift
towards new intercultural relations.
“We need more intercultural and inter ethnic participation and contact –
for example we could target working with a Muslim school or a mixed
school or bring inner city and suburban or rural schools together.”
(Stakeholder Interview)
“This was very timely for our students in learning to accept and respect
others – in particular since they have now had to accept diverse
nationalities integrating into schools and home communities” (Teacher
Survey, 2007)
28
5.3 To develop appropriate and relevant learning
methodologies and materials on Peace Education suitable
for a range of user groups and provide a variety of formats
for sharing the learning of Glencree.
The project was very successful in developing appropriate and relevant
learning methodologies and materials on peace education suitable for a
range of user groups and in a variety of formats.
“The methodology and approach was very effective. A lot of work was
done to set the scene and to build trust in the group and then with
experiential learning we were able to introduce more challenge and the
learning was able to go deeper.” (Stakeholder Interview, 2008)
As indicated in 5.1, the project established a clear learning strategy and put
a quality control process in place.
Feedback from teachers was very positive:
“It was appropriate education, geared in terms of content and delivered
according to the ages and aptitudes of the young people” (Schools Survey
2008)
“The young people participated well in a mix of informal activities and
discussions. A lot of thought had been put into stimulating discussion and
the students’ reaction is to be eager to participate.” (Comment from
Teachers Focus Group)
“The children have never had to do this kind of soul searching when they
explore their own attitudes. They wouldn’t do this in school. This was the
first time in their lives” (Comment from Teachers Focus Group)
29
Feedback was overwhelmingly positive in this area. The overall
impression was of knowledgeable staff who pitched learning at an
appropriate level and whose flexible and interactive approach ensured
engagement of the young people. The fact that the sessions were fun and
enjoyable as well as challenging and interesting was commented on more
than once. There was particular recurring praise for the safe, non-
threatening learning environment that was created by the Glencree staff.
“First class. 8o one does it better” (Schools Survey)
“I have always found the workshops to be effective and informative, with
high quality facilitation. The staff are knowledgeable and flexible in their
use of learning techniques, to ensure engagement of the young people”
(Schools Survey)
“Games, icebreakers, discussion groups and the various activities all
seemed to be varied and effective. One that stands out was a music
workshop 3 years ago when they worked as a team to create wonderful
rhythms!!” (Schools Survey)
A recurring theme in the Schools Survey was that the delivery at Glencree
was much more effective than a school setting due to the setting, the safe
environment, staff expertise and resources.
In addition to the review and development of quality education
programmes there was a significant review of key policies to underpin the
work such as the Centre’s child protection policy in collaboration with the
HSE and in line with “Children First” guidelines.
As indicated in 5.1, Glencree established a range of approved workshop
activities that were then adapted for use within each programme area. The
learning strategies that had been developed were effective:
30
“The approach has shifted from ‘we will deliver a programme for you’ to
‘which of these programmes do you want to do?’ It’s more targeted and
focussed on learning needs.” (Stakeholder Interview)
“The informal education approach has created a depth of discussion with
our students. I was amazed at the depth of discussion the children had
about prejudice and discrimination. There is also a good mix of light and
informal activities too.” (Comment from Teachers Focus Group)
“The principle of our methodology was experiential learning. We used
physical activities to provoke thought, to draw out responses and to
facilitate reflection and learning. There were no passive participants, no
learning being received - rather it was being created within the group. As
a process, it was entirely different to the school environment of learning,
and for this very reason was a great success with our students. Groups
almost always went away from the programme engaged and alive, and
more aware of their world.
There was a clear framework and a set of outcomes for each programme,
but we had flexibility in how we wanted to achieve the outcomes. It was a
wonderful framework to work within - although it required a lot of energy,
you could see the results in the groups.
Our materials and methodologies were constantly being developed and
refined, as we shared our practical experiences as facilitators, and also
our experience from other areas of work. Regular meetings were held for
all facilitators to come together and discuss and share ideas. After every
session, facilitators received a debrief from a staff member to review the
methodologies used and feedback on their effectiveness”. (Facilitators’
Survey)
A 15-member Facilitator Panel was recruited in 2005, a facilitators’
training programme was developed and implemented and facilitators were
also actively involved in the review and development of the programmes.
31
These achievements had a positive impact on the quality of delivery.
“The facilitator’s panel has become involved in the development of the
programme – there is a great creativity among the panel and also the staff
team – there is a great air of creativity.” (Stakeholder Interview)
“When I began on the programme, the training was carried out by first
observing existing facilitators for a few sessions, then co-facilitating for a
period as assistant to another facilitator, and then moving on to designing
and delivering programmes myself. Throughout this process, we met with
the staff who explained the programme framework and suggested activities
and methods of work. I attended group meetings where strategy and
facilitator tools were discussed and shared. We were also given facilitator
packs, and received ongoing support from the staff through our debriefing
sessions and sharing learning with other facilitators. We did from time to
time receive workshops in facilitator tools/ approaches such as Theatre of
the Oppressed.” (Facilitators Survey)
There was also some evidence that the new range of learning support
materials have been developed were disseminated to some extent.
“The resource materials produced are very good. Some have been used in
a wider international context now, such as in Haiti.” (Stakeholder
Interview, 2008)
“Individual teachers and schools did use some of the resource packs in
their schools, but it was a minority of teachers” (Facilitators Focus Group)
“Some teachers were interested in our way of working and expressed a
desire to be trained as facilitators” (Facilitators Focus Group)
32
5.4 To develop and maintain relevant and strategic
relationships which enhance and promote the
mainstreaming of Peace Education.
Although the project attempted to develop relationships to promote
mainstreaming there was little success in achieving this objective.
Although the new Glencree Peace Education Model strategically linked
into the National Curriculum and the Education Manager started to
develop a series of contacts, networks and strategic partnerships to support
this work it proved difficult to move towards a meaningful discussion
about mainstreaming.
“This was incredibly difficult. There were several meetings with
Department of Education Advisors and they were very supportive but there
was little progresss on mainstreaming peace education into the
curriculum”(Facilitators Focus Group)
The majority of respondents to the Schools Survey stated that although
Peace Education was not specifically part of the National Curriculum, the
programme at Glencree did provide relevant material for formal subjects
such as Religious Education, Health Education, and the Civil Social and
Political Education syllabus.
Several stakeholders concluded that this objective had been over ambitious
and that it will be impossible to have peace education, on its own,
mainstreamed into the curriculum. However, there may be potential to
work in partnership with other groups to introduce it as part of a new
curriculum theme.
“Glencree needs to talk to Amnesty and Concern and the Green lobby who
are all trying to do the same thing. It’s unrealisitc to expect to get peace
education mainstreamed within the curriculum in its own right so the best
33
approach could be to develop something in partnership with others that
includes peacebuilding and that fits within the curriuculm.” (Stakeholder
Interview, 2008)
5.5 To ensure the capacity of Glencree in the delivery of the
Peace Education Programme through the provision of
personnel, funding and training
Although the project made good progress in terms of personnel and
training, sustained funding was not achieved and the project ended
abruptly in March 2008, losing both the personnel and learning that had
been gained in the previous three years.
“A mighty amount of work was carried out with limited resources and
highly committed workers. We were proud of this work and heartbroken
when it had to end.
There was a sense of poor management and a lack of strategic planning. It
was not a strategic decision to end the programme, and nothing has been
put in place to replace it. Staff funding had simply run out.” (Stakeholder
Interview, 2008)
The programme was constantly operating under limited human resources
(such as administration support) and did not make progress to becoming
financially self-sustaining.
Until 2007 there was an ongoing tension between developing and
maintaining the quality of the education programmes and the business
imperative of the Centre, which required a high volume of paying
participants.
34
“They face the challenge of trying to retain a volume of business –
numbers of young people, while at the same time producing quality work.
In centres like this, sometimes quality can suffer in favour of numbers.”
(Stakeholder Interview, 2006)
“The programme is slave to the economic demands of operational
management.” (Stakeholder Interview, 2006)
This ongoing tension had a negative impact on working relationships
within the Centre, which in itself distracted from the development of
sustainability strategies:
“There is a clash of priorities between programmes and finances – this
creates a sense of tension and stress that is not consistent with the values
of the organisation” (Stakeholder Interview, 2006)
However there were broader, more fundamental organisational issues that
undermined the sustainability of the programme.
The programme was generally disconnected from Glencree and staff and
volunteers were not adequately supported.
“The staff are very committed but they are not always valued and some
have left here with burn out” (Stakeholder Interview, 2006)
“The support offered by senior management in Glencree was at times
shocking!!! Especially in terms of the treatment of staff and volunteers.”
(Facilitators’ Survey)
Several project workers felt that Glencree was ambivalent about groups of
young people visiting the Centre:
“At time it seemed that Glencree didn’t want kids cluttering up the place”
(Stakeholder Interview, 2008)
35
“There seemed to be a certain amount of management chaos…staff were
being pulled in different directions. I’m not sure if it’s the place to be
doing this work, but they seemed to have difficulty in doing work off site.”
(Stakeholder Interview, 2008)
It is not clear if the Council of Glencree have a vision and strategy for this
type of work.
“There was no passion and no vision for this work ” (Stakeholder
Interview, 2008)
“It felt like it was the Cinderella programme at Glencree – they didn’t see
the need for it. It was disconnected from Glencree, part of a silo mentality
of personality driven programmes and in the end the closure of the
programme was very abrupt. We heard in mid March it would close at the
end of March.” (Stakeholder Interview, 2008)
However, it appears this may be part of a wider vacuum around strategic
direction at Glencree, which is currently being addressed:
“Glencree doesn’t have a shared vision. It is not an organisation – it’s
more of a loose associate of people who can deliver their work within that
framework. Glencree is more of a vehicle. So I fear the learning will be
lost completely…Glencree is not a learning organisation “ (Stakeholder
Interview, 2008)
In spite of these challenges there remains a demand from schools and some
interest in continuing this type of work at Glencree in the future.
The schools consulted in the survey were unanimous in the belief that the
programme should continue and expressed concerns and disappointment at
the threat of it not continuing.
36
“It was a very beneficial and worthwhile project. We would be very
disappointed if the project did not continue and children were denied these
wonderful experiences and learning opportunities.” (Schools Survey)
“The Glencree project has received very positive feedback from all our
students over the years. It would be such a pity if it did not continue in
some form.” (Schools Survey)
“8ine years of pleasure, friendly and professional staff. We would be
devastated if funding cannot be sourced to continue this programme.”
(Schools Survey)
“The schools involved want to continue to link together, but they are not
sure how to do this now without any funding” (Stakeholder Interview,
2008)
However when the schools were asked if they would be able to pay for the
programme in the future, most felt that their school would be unable to
meet the extra costs due to budgetary restrictions. There was a common
response that teachers would be prepared to lobby and advocate for such
funding due to the value of the programme, but that their efforts would be
futile due to schools not having budgets for extra curricular activities such
as Peace Education. The consensus was that pupils/parents would have to
foot the bill but concerns were raised at the inequalities this would lead to,
with less well off families being unable to afford it and thus missing out on
the opportunities.
‘‘Schools and pupils could make a donation to go, but we, like others, are
feeling the pinch as we lose sources of funding through cutbacks. Our
ability to fully subscribe is limited.” (Schools Survey)
“I would be willing to put a case to the Board of Governors, but it is
unlikely to be successful due to our limited activity budget.” (Schools
Survey)
37
However, Glencree does not have the resources to provide a subsidised
programme of this kind and any such development in the future would
require some grant aid and income generation strategy.
“This type of programme will always need some grant based subsidy. It
cannot be self sustaining because most of the schools cannot afford to pay
for it” (Stakeholder Interview, 2008)
“It will always need subsidised if it is to remain inclusive. Only private
schools have the budget to pay for this” (Stakeholder Interview, 2008)
This situation suggests that the project in its previous format is not
sustainable.
However, many stakeholders expressed a view on how this area of work
should develop in the future. For example, half of respondents to the
Schools Survey felt that the programme could focus more on multicultural
Ireland.
“Any future programme has to reflect the changes on the island. It was in
the past tied to Protestant/Catholic issues. But there are new challenges as
well now with the new Irish and the rapidly changing face of Ireland. The
programme needs to accommodate this and sharpen its focus”
(Stakeholder Interview, 2008)
The staff team had developed a detailed strategy for future development
before the project was closed. The paper “Developing Our Future In Peace
Education’ proposed the following areas of work:
• The Schools’ Programme
• Offering an In-School Service
• Developing Cross-Border Relationships
38
• Teacher/Chaplain Liaison Project
• Developing Peer Approaches to Conflict Resolution in Schools
• Whole School Approach to Peacebuilding
• Primary Schools’ Whole School Approach
• Third Level Projects with Colleges and Student Societies
• International conference on peace education
• Glencree Youth work Strategy
• Training for Trainers in Peacebuilding
• Glencree Peaceful Leadership Project
• Sustainable Peace Project with Young People
• Developing the International Context
• Integrating Further Cross-Programme Work at Glencree
• International Youth Conference on Peacebuilding
• Developing Resource Materials
• Evaluation
Other ideas for the future focus on working with a smaller number of
schools in a more intensive way, to adopt a whole school approach to
developing ‘peace promoting schools.’
When asked how the project could be developed in the future one facilitator
responded:
“To expand and develop the scope of the programme, so that perhaps it
does not centre on the Glencree site, but rather goes out into the schools, to
work with them over a sustained period of time, to develop a process that
involves the whole school. To provide training to teachers in how to
implement elements of the national curriculum in a way that reflects
peaceful principles and active learning. To work with initiatives such as
39
school councils to put peace education principles into practice in our
schools. To integrate cross-border elements into all PEP sessions for
schools within the Republic of Ireland.” (Facilitators’ Survey)
Several stakeholders expressed concern that it may be hard to recover from
the current circumstances:
“It was a very well run project. Conn and the team did very well. At times
they were overambitious regarding numbers…they were always trying to
balance quality and quantity. But they managed to do positive work with
schools..the facilitators trained was a fantastic legacy…but the learning
might all go to the wall now.” (Stakeholder Interview, 2008)
“It’s hard when you have lost people in this way to move forward”
(Facilitators Focus Group)
“It would be stupid to drop it and throw away years of work and all our
learning and experience” (Stakeholder Interview, 2008)
However, other stakeholders believed that any future work with young
people would have to be part of a wider vision and strategic review by
Glencree, and that the end of this project provides an opportunity to
research and design an effective and sustainable programme, in closer
partnership with others, which is fully part of the organisation’s future
strategy.
“I hope we could redesign something that addresses youth and education
more broadly. We could start again with fuller knowledge by mapping the
field and working more in partnership which Glencree hasn’t been good
at.” (Facilitators Focus Group)
“Should we be doing this work/ is there a need? Is someone else doing it?
The vision is very unclear but I think we need to establish something
40
around a whole school approach and work with teachers, but we need to
establish what and why” (Stakeholder Interview, 2008)
“Either commit to it or don’t do it at all. It needs to be well funded and
should have an international aspect that could deal with issues such as
Children in Conflict from other countries.” (Facilitators’ Survey)
41
6 Conclusions
The main conclusions of the evaluation are as follows:
6.1 The programme developed high quality progressive learning opportunities in
Peace Education that were relevant to the National Curriculum.
6.2 Most schools did not take up the opportunity for ongoing, progressive learning
opportunities, preferring to participate in one off one-day sessions. There was
little preparation, follow up, ‘in school’ or whole school work. However, the
feedback from participating schools was very positive.
6.3 A small number of schools did opt for ongoing, progressive learning
opportunities, including ‘in school’ work. This was due to the commitment of
the teachers in those schools to delivering Peace Education within planned
coursework and a desire to achieve a whole school impact.
6.4 The North South Schools Link Programme programme provided appropriate
and relevant cross-border learning opportunities for young people, their
schools, teachers and to some extent their communities. It also provided some
excellent cross community learning opportunities.
6.5 The North South Schools Link Programme was generally very effective
because there was an ongoing programme with sustained contact providing an
opportunity for ongoing, progressive learning and a whole school impact.
6.6 The project was very successful in developing appropriate and relevant
learning methodologies and materials on peace education suitable for a range
of user groups and in a variety of formats.
42
6.7 The training and development of a Facilitator Panel had a positive impact on
the quality of programme delivery.
6.8 The project was not successful in developing strategic relationships with other
agencies to promote the mainstreaming of peace education and this may have
been an unrealistic objective. However, there may be potential to work in
partnership with other groups to introduce peace education as part of a broader
new curriculum theme.
6.9 Sustained funding for the project was not achieved and the project ended
abruptly in March 2008, losing both the personnel and much of the learning
that had been gained in the previous three years.
6.10 The programme was disconnected from Glencree. It appears to have been
hosted at Glencree rather than being an integral part of the vision and strategy
of the Centre. Staff and volunteers felt generally unsupported.
6.11 Although many schools wish to see the programme restored, few are able to
pay for it. To develop and sustain this work in this way in the future will
therefore require grants and fundraising to subsidise schools.
6.12 There is potential to develop a more intensive whole school initiative working
with teachers and pupils in a smaller number of schools to become ‘peace
promoting schools’ and with a greater focus on a multicultural Ireland.
6.13 It is not clear whether the Council of Glencree have a vision or strategy for
this type of work in the future.
43
7 Recommendations
As result of this evaluation the following recommendations are suggested:
7.1 Glencree should decide if work with children and young people is an integral
part of the organisation’s vision and strategy for the future.
7.2 If, after its strategic review, Glencree includes work with children and young
people as an integral part of the organisation’s vision and strategy for the
future, the organisation should research and design an effective and
sustainable programme, in closer partnership with others, in light of this
evaluation and the future strategy paper developed by the former staff team.
44
Appendices
Appendix I
Teachers Focus Group Questions
1. Can you tell me your experience of Glencree’s Peace Education Programme to
date?
2. To what extent do you think it gives young people appropriate and progressive
learning experiences in Peace Education?
3. To what extent is it supporting schools to engage in cross-border and cross-
community learning?
4. What do you see as the main strengths and weaknesses of the programme?
5. How would you like to see this type of programme being further developed in
the future?
Participants: Margaret Foley, St Louis Secondary School, Monaghan; Mary
O’Hagan, St McCartan’s College, Monaghan; Wendy Sloan, Monaghan Collegiate
School, Olivia Smyth, Lismore Comprehensive, Craigavon
Young People Focus Group Questions
1. Draw a picture that describes your experience of Glencree.
2. What have you learned through this programme?
3. How have you changed through this programme?
4. What has been the best part?
5. What would you change?
6. Have you any ideas for the future of this programme?
45
Final Year Evaluation
Programme Facilitator Focus Group Questions
1. Can you tell me your experience of Glencree’s Peace Education Programme
over the past three years?
2. To what extent do you think it gave young people appropriate and progressive
learning experiences in Peace Education?
3. To what extent do you think it supported teachers in the delivery of Peace
Education within their planned coursework related to the National
Curriculum?
4. To what extent do you think it enabled schools to integrate peace education
into the life of their school?
5. To what extent did it support schools to engage in cross-border and cross-
community learning?
6. How effective were the learning methodologies and resource materials used in
the programme?
7. To what extent did Glencree develop and maintain strategic relationships with
other agencies to promote the mainstreaming of peace education?
8. What were the main strengths and weaknesses of the programme?
9. How would you like to see this type of programme being further developed by
Glencree in the future?
10. Have you any other comments you would like to make?
Participants: Yaser Alashqar (Facilitator/Youth Worker), Krystal Cooper
(Intern/Facilitator), Megan Kelly (Intern/Facilitator), Eamon Rafter (Education
Development & Training Officer/Member of Development Committee), Gail Varian
(Facilitator/Member of Development Committee) and Irene Wilson Power
(Facilitator)
46
Appendix II Formative Evaluation Framework
Aims Outcomes Measures/Indicators Data Collection
1. To develop and provide
progressive learning
opportunities in Peace
Education for Young People,
their schools and teachers
which are relevant to the
National Curriculum and
appropriate for the learning
level of users
A clear model of Peace
Education articulated by
Glencree
A range of specific programmes
targeted towards identified
streams within the National
Curriculum
The model is continually
reviewed and developed
Young People are having
appropriate and progressive
learning experiences in Peace
Education
Published description of new
model including five streams of
peace education targeted across
the range of the national
curriculum
A review process established and
implemented
Level of participation of Young
People
Desk Research
IFI Reports
Internal Council Reports
Internal Council Reports
Notes of Evaluation Workshops
47
Teachers are equipped and
confident in the delivery of Peace
Education within their planned
coursework
Schools are integrating peace
education into the life of their
school
Specified programmes are
delivered to classes across the
range of the education curriculum
Feedback on learning from
Young People, Teachers and
Curricular Advisors
An effective teacher development
process has been piloted and
evaluated
A number of schools are
engaging in a whole school
approach with the aid of Glencree
Annual Teacher Questionnaire
Notes of meetings with
Curricular Advisors
Stakeholder Interviews
Internal Council Reports
48
2. To provide appropriate and
relevant cross-border and cross-
community learning
opportunities in Peace
Education for young people,
their schools, teachers and
communities
Schools are engaging in cross-
border and cross-community
learning with support of Glencree
Schools are developing ongoing
cross-border and cross-
community relationships
themselves
Number of schools involved in a
relationship building process
Number of schools participating
in the NSSLP programme
A number of schools are
engaging in a whole school
approach to cross-border and
cross-community relationships
Internal Council Reports
IFI Reports
NSSLP programme teacher
questionnaire
Notes of meetings with teachers
and principals
Stakeholder Interviews
3.To develop appropriate and
relevant learning methodologies
and materials on Peace Education
suitable for a range of user
groups and provide a variety of
formats for sharing the learning
of Glencree
Glencree has a clear learning
strategy and quality control
process in place
A facilitator training programme
has been developed and
implemented
Glencree have a range of
approved workshop activities
developed and adapted for use
within each programme area
Facilitators are trained within an
approved learning framework
Desk Research
IFI Reports
Notes of Facilitator Training
Facilitator evaluations
49
A range of learning support
materials published and
disseminated
Number of materials published
Number of copies distributed
Internal Council Reports
Stakeholder Interviews
4.To develop and maintain
relevant and strategic
relationships which enhance and
promote the mainstreaming of
peace education
Glencree are able to integrate the
work of Peace Education into the
National Curriculum
Glencree has developed
partnerships to support this work
The Glencree Peace Education
Model strategically links into the
National Curriculum
Number of partnerships
Desk Research
Stakeholder Interviews
5. To ensure the capacity of
Glencree in the delivery of the
peace education programme
through the provision of
personnel funding and training
A sustainable and adequately
resourced Peace Education
Programme
Resources for programme
implementation
Desk Research
Internal Stakeholder Interviews
50
Appendix III
Glencree Peace Education Programme
Interim Evaluation Workshop
14th September 2006
Programme
• Introductions
• Highlights of the Programme to Date
• SWOC (Strengths, Weaknesses. Opportunities and Challenges)
Analysis
• Progress Against Objectives
• Development and Change in the Programme
• Future Development and Change
• Close
51
Appendix IV
Glencree Peace Education Programme
3otes from Interim Evaluation Workshop
14th September 2006
SWOC Analysis
STRE3GTHS
� Versatility - not restricted to formal education
� Resources - centre, environment
� People/facilitators/team common goal, ethos.
� Programme meets clear needs & has learning
strategy
� History of growth & development ‘our story’
� Foundational work developed by others in the
past, connecting a vision of many &
enthusiasm
� Structure / coherence
� Programme designed to meet the interests &
needs of participants
� Curriculum connection
� Strong & supportive facilitators panel
� Strong cohesive team
� Openness to change & develop creatively
WEAK3ESSES
� Under resourced - too much to do, not enough
people or materials
� Vision is very ambitious - can we do it all?
� New programme - new territory
� Funding cycle & future funding
� Personal costs – burnout
� Human limitations
� Nervousness about new ideas
� Time constraints i.e. testing, piloting etc.
� Under resourced re team members (especially
administration)
� Distance travelled by facilitators
� Need for further training
OPPORTU3ITIES
� Learning opportunities from other agencies,
groups & participants
� Changing to a more intercultural environment
� Linking to new Glencree programmes, locally
& globally
� Growing support in schools, agencies & other
groups
� Curricular linkages growing
� Cspe & relationship with cdu
� Support of other curriculum advisors
� Linking with other organisations i.e. amnesty,
trocaire, nyci.
� Developing work with traveller community
(Pavee Point)
� Fort de bilt - peace factory
� North/west link - cross border
CHALLE3GES
� Resources - securing funding, funding cycle &
future funding
� Organisational challenges - being part of a
wider space, needing to fit in & support other
work at Glencree
� Isolation - constant challenge to remain
connected & relevant
� Organisational constraints e.g. increasing no.
of participants
� Invention of peace education (no road map)
� Need for continued funding
52
Appendix V
Evaluation Stakeholder Interview Questions
1) Can you tell me your experience of Glencree’s Peace Education Programme
to date?
2) To what extent do you think it gives young people appropriate and
progressive learning experiences in Peace Education?
3) To what extent do you think it supports teachers in the delivery of Peace
Education within their planned coursework related to the National
Curriculum?
4) To what extent do you think it is enabling schools to integrate peace
education into the life of their school?
5) To what extent is it supporting schools to engage in cross-border and cross-
community learning?
6) How effective are the learning methodologies and resource materials being
used in the programme?
7) To what extent is Glencree developing and maintaining strategic
relationships with other agencies to promote the mainstreaming of peace
education?
8) What do you see as the main strengths and weaknesses of the programme?
9) How would you like to see this type of programme being further developed
in the future?
10) Have you any other comments you would like to make?
Interviewees
1. David Bloomfield, Chief Executive, Glencree (2008)
2. Hugh Doyle, Former Education Programme Manager (2006)
3. Joe Hinds, International Fund for Ireland (2006)
4. Louise Keating, Programme Facilitator (2006)
5. Kevin Moran, Cross Border Field Worker (2006 and 2008)
6. Dorothy Monaghan, International Fund for Ireland (2008)
7. Conn Mulvenna, Education Programme Manager (2006 and 2008)
8. Shane O’Connor, Programme Facilitator (2006)
9. Sorcha Tormey, Former Programme Worker (2008)
10. Gail Varian, Programme Facilitator (2006)
11. Ian White, Council Member (2008)
12. Rosie Wilson, Programme Facilitator (2006)
53
Appendix VI
Young People Focus Group Flip Chart 3otes
What have you learned through this programme?
� How to communicate our feelings and opinions
� About prejudice
� How to respect others and appreciate differences
� Don’t be shy
� About conflict
� To be more open minded
� About different backgrounds
� About different cultures
� Don’t judge people before you know them
� How to play sheep and wolf
How have you changed through this programme?
� Communicate easier and you learn how to listen and respect others views of
certain issues
� More open
� You know more about different cultures
� More friends
� More confidence
� Not as shy
� I don’t overlook things
� Know more about different religions
� Understand people better
� Trust others better
� Become more outgoing
� Tasks like ‘I am…’ give you a different view of yourself
54
Appendix VII
Final Year Evaluation
Schools Telephone Interview Questions
1. Can you tell me about your experience of Glencree’s Peace Education
Programme?
2. To what extent did it give your students appropriate and progressive learning
experiences in Peace Education?
3. To what extent do you think it supported teachers in the delivery of Peace
Education within their planned coursework relating to the National
Curriculum?
4. To what extent did it enable you to integrate peace education into the life of
your school?
5. To what extent did it support your school to engage in cross-border and/or
cross-community learning?
6. How effective were the learning methodologies and resource materials used in
the programme?
7. What were the main strengths and weaknesses of the programme?
8. The current Peace Education Programme has now come to the end of its
current funding cycle. How would you like to see this type of programme
being further developed in the future?
9. To what extent do you think schools would be willing or able to pay an
increased amount for such programmes in the future, now that the grant
subsidy has ended?
10. Have you any other comments you would like to make?
55
Appendix VIII
List of Schools/Groups Who Responded to the Survey
1. St Colmcilles Community School
2. Riversdale Community College
3. Colaiste Cois Life
4. St Colman’s College
5. St David’s CBC
6. St Louis Secondary School
7. St Macartans College, Monaghan
8. Monaghan Collegiate School
9. Craigavon Senior High
10. Brownlow Integrated College
11. Compass
56
Appendix IX
Facilitator Survey
As part of final evaluation of the Peace Education Programme, we would appreciate
you taking ten minutes to complete this short confidential questionnaire. Please return
to the independent external evaluator - Tony Macaulay, 12 Mill Square, Portstewart,
BT55 7TB, Northern Ireland or [email protected] by 16th June 2008.
Thank you for your assistance.
1. To what extent were you trained as a facilitator to deliver the
programmes?
2. To what extent did the programme give young people appropriate and
progressive learning experiences in Peace Education?
3. To what extent do you think it supported teachers in the delivery of Peace
Education within their planned coursework related to the 3ational
Curriculum?
4. To what extent do you think it enabled schools to integrate peace
education into the life of their school?
5. To what extent did it support schools to engage in cross-border and cross-
community learning?
6. How effective were the learning methodologies and resource materials
being used in the programme?
7. What were the main strengths of the programme?
8. What were the main weaknesses of the programme?
9. How would you like to see Glencree approach this type of programme in
the future?
10. Have you any other comments you would like to make?
Respondents: Megan Kelly, Bobby McCormack, Riona McCormack, Ruth Power.